Refereed Journal Articles

Barbieri, C. A., & Booth, J. L. (2020). Mistakes on display: Incorrect examples refine equation solving and algebraic feature knowledge. Applied Cognitive Psychology, 34(4), 862-878.

Barbieri, C. A., Rodrigues, J., Dyson, N., & Jordan, N. C. (2020). Improving fraction understanding in sixth graders with mathematics difficulties: Effects of a number line approach combined with cognitive learning strategies. Journal of Educational Psychology112(3), 628.

Barbieri, C.A., Miller-Cotto, D., & Booth, J.L. (2019). Lessening the load of misconceptions: Design-based principles for algebra learning. Journal of the Learning Sciences. 28:3,381-417,DOI: 10.1080/10508406.2019.1573428.

Resnick, I., Rinne, L., Barbieri, C. A., & Jordan, N.C. (2019). Children’s reasoning about decimals and its relation to fraction learning and mathematics achievement. Journal of Educational Psychology, 111(4), 604-618.

Dyson, N., Jordan, N.C., Rodrigues, J., Barbieri, C.A., Rinne, L., (2018). A fraction sense  intervention for students with or at risk for mathematics difficulties. Remedial and Special Education. Online first publication.

Barbieri, C. & Booth, J.L. (2016). Support for struggling students in algebra: Contributions of incorrect worked examples. Learning and Individual Differences, 48, 36-44.

O’Shea, A.M., Booth, J.L., Barbieri, C., McGinn, K.M., Young, L.K., & Oyer, M.H. (2016). Algebra performance and motivation differences for students with learning disabilities and varying achievement levels, Contemporary Educational Psychology, 50, 80-96. .

Booth, J.L., McGinn, K.M., Young, L.K., & Barbieri, C. (2015). Simple practice doesn’t necessarily make perfect: Evidence from the worked example effect. Policy Insights from Behavioral and Brain Sciences, 2(1), 24-32.

Booth, J.L., Oyer, M.H., Paré-Blagoev, E.J., Elliot, A., Barbieri, C., Augustine, A.A., & Koedinger, K.R. (2015). Learning algebra by example in real-world classrooms. Journal of Research on Educational Effectiveness, 8(4), 79-100.

Booth, J.L., Barbieri, C., Eyer, F., & Paré-Blagoev, E.J. (2014). Persistent and pernicious errors in algebraic problem solving. Journal of Problem Solving, 7(1), 10-23.

Book Chapters and Practitioner Outlets 

Newton, K.J., Barbieri, C.A., & Booth, J.L. (2020). Key Mathematical Competencies
from Arithmetic to Algebra. In Oxford Research Encyclopedia of Education. Ed. Li-fang Zhand. New York: Oxford University Press, forthcoming. doi:10.1093/acrefore/9780190264093.013.ORE_EDU-00956.R2

Jordan, N. C., Barbieri, C., Dyson, N., and Devlin, B. (2020).  Improving learning in n students with mathematics difficulties:  Contributions from the science of learning. In K. Newton, A. Martin, and R.A. Sperling (Eds.), Handbook of Educational Psychology and Students with Special Needs (pp. 461-486).  NY:  Routledge.

Jansen, A., Star, J.R., & Barbieri, C.A., (2019). Mathematics computation: Helping handout for teachers. To appear in G. Bear & K. Minke (Eds.). Helping Children Handouts: Prevention and Intervention Strategies for Common Concerns at School and Home. National Association for School Psychologists (NASP).

Booth, J.L., McGinn, K.M., Barbieri, C., & Young, L.K. (2017). Misconceptions and learning algebra. In S. Stewart (Ed.) And the Rest is Just Algebra.

Booth, J.L., McGinn, K.M., Barbieri, C., Begolli, K., Chang, B, Miller-Cotto, D., Young, L.K., & Davenport, J.L. (2017). Evidence for cognitive science principles that impact learning in mathematics. In D.C. Geary & D. Berch, (Eds.) Mathematical Cognition and Learning Volume 3.

Under Review

Barbieri, C.A., Booth, J.L., Begolli, K.N., & McCann, N. (under review after revision). The effect of worked examples on student learning and error anticipation in algebra.

Slicker, G., Barbieri, C.A., Collier, Z., & Hustedt, J. (under review after revision). Parental involvement during the Kindergarten transition and children’s early reading and mathematics skills.

Shen, Y., Wang, R., Zhang, F., Barbieri, C.A., & Pasquarella, A. (under review after revision). The effect of enrollment in dual-language immersion programs in the first grade on children’s reading trajectories over 5 years.

Barbieri, C.A., & Booth, J.L. (under review). Let’s be rational: Worked examples Supplemented textbooks improve pre-algebra students’ conceptual and fraction magnitude knowledge.

Barbieri, C.A., Young, L.K., Newton, K.J., & Booth, J.L. (invited for revision). Predicting middle school profiles of algebra performance using fraction knowledge.

Barbieri, C.A. & Miller-Cotto, D. (invited for revision). Importance of adolescents’ sense of belonging to mathematics for algebra learning.


Barbieri, C.A., Devlin, B., Morano, C., Golinkoff, R.M., & Hirsh-Pasek, K. (July 16, 2018). The value of numbers – math counts more than you think. [Blog post on Blog of Learning and Development]. Retrieved from

Barbieri, C., Golinkoff, R.M., & Hirsh-Pasek, K. (2016, April 25). To Err is Human, To Reflect (on the Error) is Divine [Web blog post in Roberta Golinkoff’s Huffington Post Blog]. Retrieved from

Print Friendly, PDF & Email